Nottingham Children’s Partnership

Nottingham City

SupervisionFramework

2 3Supervision Framework Nottingham Children’s Partnership Nottingham Children’s Partnership Supervision Framework

It is a long accepted position that high-quality supervision is critical to good practice. It is key to effective management oversight and review and it is critical in ensuring practitioners develop and maintain critical mindsets in a reflective way.

Nottingham City Children’s Partnership believes that supervision plays an important role in ensuring that all children and their families receive a high quality service and that all staff have the right to the support and guidance provided through supervision to develop their practice.

‘Practitioners who are well supported, receive supervision and have access to training are more likely to think clearly and exercise professional discretion’ (Brandon et al. 2005).

The aim of this document is to provide a framework for supervision for all staff working within the Nottingham City Children’s Partnership and partner agencies. Each service area will be responsible for ensuring that their own supervision policies and procedures meet the requirements of the Supervision Framework.

Definition of Supervision

“A process in which one worker is given professional responsibility to work with another in order to meet certain organisational, professional and personal objectives. These objectives are competent, accountable performance, continuing professional development and personal support.” Morrison 1993, (adapted from, Harries 1987)

Within Nottingham Children’s Partnership differing approaches to supervision have evolved (e.g. line manager supervision, clinical supervision, peer supervision, group and forms of case management supervision). These models have been strongly influenced by the work of Tony Morrison and David Kolb.

This framework is intended to set out general principles, models and tools under which any model of supervision can operate. It is not an attempt to impose a particular ‘model’ of supervision on all staff or professional groups.

1. IntroDuctIon

Part one:

contentS

Part one:Introduction. . . . . . . . . . . . . . . . . . 3

aims of Supervision . . . . . . . . . . . . . 4

context of Supervision. . . . . . . . . . . . 4

national & Local Picture. . . . . . . . . . . 5

Safeguarding . . . . . . . . . . . . . . . . . 6

Supervision Models . . . . . . . . . . . . . 6

Part tWo:

Supervision Policy . . . . . . . . . . . . . . 7

appendices . . . . . . . . . . . . . . . . . . 10

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aIMS of SuPervISIon:

Supervision is likely to have a range of aims and objectives and is likely to include some of the following:

• toprovideaforumforstafftoreceivesupport,encouragement,praiseandconstructivefeedback

• tohelpstaffgainanoverviewofhis/herworkandsoacquirefreshinsightsintohis/herpractices

• tosupportstaffintheircontinuousprofessionaldevelopmentandtolinkinwiththeappraisalprocess

• toassiststafftobeeffectiveintheirdaytodaypractice,

• toprovidestaffwithaforumtodiscusstheparticularrolesandresponsibilitiesattachedtotheirpost

• toenablestafftodiscussissuesofriskassessment,risk-takingandriskmanagementintheirpractice

• toprovideaforumforstafftodiscussanyproblemstheymaybeexperiencingintheirdaytodaywork

• toassiststafftofunctioninaccordancewithorganisationalandprofessionalstandardsofpracticeandcompetence

• toassiststaffwiththeorganisationandmanagementoftheirworkload

• toprovideNottinghamChildren’sPartnershipandpartneragencies,withamechanismtoensurethatanindividualstaffmemberisaccountablefortheirpractice

• toensurethatstaffpractiseinamannerthattakesaccountofthediversityofthepopulationweserve

This list is not meant to be exhaustive nor is it expected that supervision for all staff will cover all these areas.

There have been many models of supervision across the Children’s Partnership and ‘reflective practice’ has always been the cornerstone of each model; however, there is little evidence of this being embedded. Where the supervisory case management function is separated out between Line Management (HR function) and Clinical/Professional/Case Supervision, there should be clarity about the different roles and how issues of accountability and performance are addressed.

Research has shown that effective supervision ensures that practitioners feel valued, prepared, supported and committed which in turn reduces rates of staff sickness and turnover. Furthermore, supervision is fundamental to the delivery of effective care services and should therefore be recognised as an integral part of the service.

2. context of SuPervISIon

Despite the unified recognition of the importance of good quality supervision a number of difficulties have been identified. Morrison and Wonnacott (2010) ‘Supervision: Now or Never - Reclaiming Reflective Supervision in Social Work’ argue that effective supervision can only occur if there is:

• Consistentpolitical,professional,andorganisationalleadershipinchampioningtheroleofsupervision.

• Acleartheoreticalmodelaboutthenature,influence,andcriticalelementsofeffectivetodriveupstandards,training,support,andmonitoringofsupervisorypractice

• ‘Goodsupervision’ratherthanamindsetof‘havingsupervision’.

• Anationalstatementaddressingtheneedforsocialcareorganisationstohavearobustpolicyframeworkforsupervision.

The Department of Health’s, ‘Health Visitor Implementation Plan 2011-15’ states that one of the deliverables for professional mobilization is seen as “supporting high quality professional practice, including the model of practice for effective health visiting and clinical supervision” (DH, 2011, P30)

Ofsted’s report ‘High expectations, High support and High challenge’ (Feb 2012) concluded that successfully implemented strategies to support frontline staff working in child protection more effectively had key features that included regular and high-quality line management support and supervision that is most effective when staff are helped to manage the emotional impact of the work and to critically reflect on practice.

Locally, training in supervision skills developed by Tony Morrison has been rolled out to managers of social worker practitioners. Family Community Teams and Health colleagues also apply Morrison’s model to their supervision practice. In addition Train the Trainer programmes have been delivered so that this model can be sustained.

3. natIonaL & LocaL PIcture

5Nottingham Children’s Partnership Supervision Framework

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4. SafeguarDIng

4.1 Principles underpinning Safeguarding supervision The principles underpinning Child Protection/Safeguarding Supervision are clearly set out in legislation and policy documents; all of which place duties on organisations and individuals to ensure that their functions are discharged with regard to the need to safeguard and promote the welfare of children and young people. (Appendix 1: Safeguarding Legislation)

4.2 Signs of Safety - an alternative approach to managing risk This approach to child protection and reflective practice is gaining International and national recognition. Signs of Safety was developed in the 1990’s in Western Australia by Dr Andrew Turnell, and uses strengths based ‘Solution Focused’ techniques to increase co-operation and promote partnership working with parents, young people, children and families. The Signs of Safety framework is designed to create a shared focus among all stake holders in child protection cases, both professional and family; it is designed to help everyone think their way into and through the case. (Appendix 2)

The theoretical models underpinning the supervisory framework whilst different contain a similarity, of analysis and reflection.

5.1 tony Morrison - 4x4x4 model This model has been recommended by Skills for Care and is the model generally adopted by Nottingham Children’s Partnership. This model integrates the four functions of supervision within the reflective supervision cycle and includes the four elements of Kolb’s Learning Cycle. (Appendix 3)

5.2. Kolb’s experiential Learning cycle This model of supervision makes clear links between good reflective supervision and delivering improved outcomes for children and families. Morrison’s model adopts Kolb’s experiential learning cycle because it recognises the role of emotional intelligence when working with families and provides a reflective and analytical tool for practice. (Appendix 4)

The information detailed below, is designed to set the standard for the implementation for effective supervision.

1. the Policy MuSt take into account: • theexperienceoftheworker

• thelengthoftimeinthejob

• thecomplexityoftheirwork

• thenumberofhoursworked

• theindividual’ssupportneeds

2. Supervision agreements/contracts must include: Theprocessandpurposeofsupervisionwillbearticulatedinacontractbetweenthesupervisorandsupervisee(s).Asaminimumthestandardswillinclude:

• Responsibilitiesofboththesupervisorandsupervisee

• Clarityaroundboundariesandexpectationsofsupervision,includingfrequency,duration,confidentialityandreviewingarrangements

• Whatarrangementsaretobemadeforadditionalsupervisionintheeventofanunexpectedevent

• Guidanceonjointsupervisionarrangements(multi-disciplinaryandintegratedservices)

• Structureofsupervisionandanagendaforindividualsupervisionsessionstoincludereflectivepracticeandpreparationtools,suchastheSignsofSafety

• Approachestoriskmanagementforworkersandpeoplewhouseservices.

• Groupsupervisionstructure(basedontherapeuticsupport)

• Supervisionrecordstoincludeadhocsupervisionandtelephonesupervision

• Standards-QualificationsandlevelofSupervisors/Specialists

• Emotionalimpact-methodsformanagingthework

• Specialist,supervision,support,adviceorconsultation/therapeutic/clinicalasrequired.

• Reflectivepracticee.g.consultationforumandreflectiveopportunitiesforsupervisorsandpractitioners.

5. SuPervISIon MoDeLS

Part tWo:

SuPervISIon PoLIcy

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3. case file Management must include:

• MultiagencyChronologies

• CulturalGenogramsandEcomaps

• Assessmentschedule

• SignsofSafetyassessmentandplanningtool

4. roles within Supervision:

4.1 Supervisor / Senior Practitioner / Specialist

• Supervisionprovidedisbasedonawrittenagreementorcontract

• Supervisionisplannedinadvanceandonlychangedinexceptionalcircumstances

• Supervisioniswell-structured,allowingboththesupervisorandsuperviseetocontributetotheagenda

• Providedinanappropriatesettingandfreeofinterruptions

• Supervisionisproperlyandpromptlyrecordedandnotescopiedtotheindividual.

• Kolb’sexperientiallearningcyclewillbeusedasatooltopromptreflectivecasediscussion

• Supervisorwilllinktheworkertoalternativemethodsofreflectioni.e.consultationforum

• Supervisormayholdasmallcaseloadand/ormodelgoodpracticebyworkingdirectlywithchildrenandfamiliesoncaseswhereitwouldbeusefultotestdifferentornewinterventionstrategiesand/ordemonstratehighstandardsofpracticeinsafeguarding,assessment,analysis,planningandreviewwithinthecasemanagementprocess

• Supervisortoattendreflectivecasediscussionsi.e.consultationforum

4.2 Supervisee / Practitioner • Checkandreadthenotesofmeetingsmaking

sureactionsarefollowedthroughandcompleted

• PrepareforeachsupervisionmeetingbyreviewingnotesfromthepreviousmeetingandtakingarecentSignsofSafetytoolandculturalgenogramtoaidreflectivediscussion

• Beopenaboutwhathasgonewellandwhatyouhavefounddifficult

• Bereadytoplanandundertaketrainingandotherdevelopmentactivitiesasagreedwiththesupervisor

5. Quality assurance techniques (examples only)

• Supervisors/Specialists/SeniorPractitioners/Managerstobeassessedineffectivedelivery(e.g.PostgraduatediplomainLeadershipandManagement(PQhigherspecialistaward)insocialwork;TonyMorrisontraining).

• Haveaframeworkwithstandardstoauditthequalityofsupervision.

• Caseaudits–haveaframeworktoauditthequalityofworkundertakenbythepractitionerandincludehowtheserviceuserisbeingactivelyinvolvedinandconsultedasapartnerinassessment,planninganddecisionmaking

• DirectobservationsduringhomevisitsbySupervisor/SeniorPractitioner/Specialist.

• Serviceuserevaluation

• Theimplementationoftheframeworkshouldbemonitoredthroughcasefileaudit.

6. recommended Developmental activities: (SupervisorsandPractitioners)

• ‘StrategicCoreDevelopmentStandard’-includingStrengthBasedCommunication(SolutionFocusedTherapyandMotivationalInterviewingtechniques)andSignsofSafety.‘StrengthsBasedCommunication’training(NottinghamCityCouncil)towholeteams-IncludesMotivationalInterviewingandSolutionFocusedTherapy

• ComplexAnalysisandRiskAssessmentdevelopedfromNewlyQualifiedSocialWork(NQSW)course

• ParentingSupport

• Mentoring/Coaching

• ActionLearningOpportunities

• Group/Peersupervisionandtherapeuticsupportforteams

7. Supervision tools • ToolsforoperationalpracticeforexampletheSigns of Safety

• Reflectivelearningdiary

• ToolsformanagersasdescribedinKolb’sexperientiallearningcycle

• ConsultationForum(e.g.socialcaremodel)

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aPPenDIceS

1. Legislation and guidance: • TheChildrenAct1989&2004,Section11of

theChildrenAct2004

• WorkingTogethertoSafeguardChildren2006

• TheNationalServiceFrameworkforChildren&YoungPeople2004,14.1

• S175oftheEducationAct2002

• StandardfiveoftheStandardsforEmployersofSocialWorkersinEnglandandSupervisionFrameworkis:ensure that social workers have regular and appropriate social work supervision.

• ‘ProvidingEffectiveSupervision’2007

• TheprotectionofchildreninEngland;Aprogressreport(Laming2009)andtheMunroReviewofChildProtection:FinalReport-Achild-centredsystem(2010)

• Theproposedprofessionalcapabilitiesframework.

2. the Signs of Safety approach Signs of Safety is a one page assessment and planning tool that maps the harm, danger, complicating factors, strengths, existing and required safety and a safety judgement in situations where children are vulnerable or have been maltreated. The framework contains four domains for inquiry:

1. What are you worried about? (past harm, future danger and complicating factors)

2. What’s working well? (existing strengths and safety)

3. What needs to happen? (future safety)

4. Where are we on a scale of 0-10? 0 means immediate response required from Children’s Social Care (0= no signs of safety) 10 means no further action required (10 = high levels of safety)

Two reviews of practice in the UK (Gardner, 2008 and DSCF, 2009) identified the ‘recent emphasis on a strength based approach discourages workers from making professional judgements about deficits in parents’ behaviour which might endanger their children’ (DSCF 2009, p49).

Both reviews suggest the Signs of Safety is the one approach that incorporates strengths along side danger and risk. Those using the tool thought that it is particularly useful because:

• Parents say they are clearer about what is expected of them and receive more relevant support.

• The approach is open and encourages transparent decision making.

• The professionals had to be specific about their concerns for the child’s safety.

• This encouraged better presentation of evidence.

• The degree of protective elements and of actual or apprehended risks could be set out visually on a scale, which was easier for all to understand than lengthy reports.

• The group could acknowledge strengths and meetings could focus on how to achieve safety, (Gardner, 2008, p.79) (see appendix).

See guidance available to download at:

www.nottinghamcity.gov.uk/signsofsafety

3. tony Morrison’s model of Supervision 4x4x4 approach (includedinNottinghamCityCouncilSupervisiontraining)

This model focuses on the needs and priorities of all four stakeholders (service user, staff, organisation and partners). The theory presents a cyclical model of learning, consisting of four stages shown below. One may begin at any stage, but must follow each other in the sequence:

• concreteexperience(or“DO”)

• reflectiveobservation(or“OBSERVE”)

• abstractconceptualization(or“THINK”)

• activeexperimentation(or“PLAN”)

4x4x4 approach

Management Development

Support Mediation

Service Users Staff

Organisation Partners

Experience

Analysis

Plans + Action Reflection

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4. Kolb’s Learning cycle

ConcreteExperience

FEELING

Accomodating

(feel & do)

ACTIVISTS

Processing continuum (How we do things)

Per

cept

ion

cont

inuu

m(H

ow w

e th

ink

abou

t thi

ngs)

Diverging

(feel & watch)

REFLECTORS

Converging

(think & do)

PRAGMATISTS

Assimilating

(think & watch)

THEORISTS

AbstractConceptualisation

THINKING

ActiveExperimentation

DOING

ReflectiveObservation

WATCHING

Children’s Partnership web: www.nottinghamchildrenspartnership.org.uk